Gender, race, class | Gender Race & Class | Berkeley College of New York


Week 3  Read The American Class System: Pages 54-77,  96-98, 105-107, and read over the Power Elite lecture

1) Explain the growing social inequality in the United States. Focus on 2 reasons why this gap exists and why this inequality is predicted to grow. Support your claims with examples from the readings. 

2) Read over the Mill’s Power Elite and Domhoff’s  Governing Class.  Show in 3 ways how the power elite leverages power over the government and society, use aspects of the readings in your response. 

3) Watch the following TED TALK:http://www.ted.com/talks/richard_wilkinson.html
In your own words explain what happens in a society when there is too much inequality between the wealthy and poor (such as our society.) Drawing from the Ted Talk, how can we fix poverty?

Requirements:
Initial forum postings should be a minimum of 250 words.  All written assignments must be in the student’s own words, and MUST include citations (in proper MLA format) giving the source credit for ANY paraphrases or direct quotes based on published authors’ work, and should be submitted error free.



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Write a report about basketball class


1.  Assignment Requirements:

a.  Equipment Needed

 i.  Please list the equipment you will need

 ii.  Come to class a little early to collect equipment and set up

b.  Warm-Up (10 minutes)

 i.  Please list all of your planned warm-up exercises

 ii.  Feel free to make it fun and do something new

c.  Topic + Drills/Games (35 minutes)

 i.  Please describe the topic you plan to teach the class

 ii.  List the drills you plan to use (minimum of one)

 iii.  List the games or scrimmages you plan to use to apply what you taught the class

d.  Cool Down (5 minutes)

 i.  Please list your planned cool down exercises/games

e.  Reflection

 i.  What worked well teaching the class?

 ii.  What did not work well?

 iii.  Why did you choose to teach this principle/topic?

 iv.  What did you learn from this experience?

Below are examples of what responses to each requirement might look like.

1.  Assignment Requirements:

a.  Equipment Needed

 i.  10 basketballs

 ii.  5 cones

 iii.  10 pennies

b.  Warm-Up

 i.  Dynamic Warm-Up

1.  Jog

2.  Backpedal

3.  High knees

4.  Butt kickers

5.  Karaoke (down and back)

 ii.  Layup Lines

1.  Normal layup

2.  Reverse layup

3.  Elbow jump shot

4.  Three pointer

c.  Topic + Drills/Games

 i.  Shooting

1.  Technique and tips based on various situations

 ii.  Drills

1.  Mikan drill

2.  Elbow to elbow shooting

3.  Free throws

 iii.  Games

1.  42

2.  5 v. 5 scrimmage

d.  Cool Down

 i.  Game of lightning/knockout

e.  Reflection

 i.  What worked well teaching the class?

1.  The Mikan drill was effective in teaching the other students to aim for the corner square of the backboard when shooting near the hoop

 ii.  What did not work well?

1.  The free throw drill did not work well because it took too long for the students to complete in the allotted time

 iii.  Why did you choose to teach this principle/topic?

1.  Shooting is one of the key components of basketball and everyone needs to know the proper technique whether that is your specialty or not

 iv.  What did you learn from this experience?

1.  I learned how important organization is and to always have a backup drill/lesson plan in case the one I had planned does not work



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Imagine you have a student with autism in your class


  

Imagine you have a student with autism in your class. He is struggling with working in a group, getting along with other students, and interacting at age-appropriate levels within the group. You regularly use group work for assignments, often daily. You find that your student with autism has meltdowns during each and every group work session. Sometimes he even has these meltdowns before you put students in groups, as he anticipates the overstimulation before it even occurs. Other students have expressed concerns and have asked to not work with him and not be in his group. When meltdowns occur, they affect the entire classroom for several minutes. The outbursts range from mild to moderate, from tantrums to crying or shutting down. In an essay of 500-750 words, explain: How you would intervene and de-escalate the student with autism. How you would intervene and debrief the other students in the class after a meltdown. Proactive ways to prevent outbursts in the future. How you would collaborate with a co-teacher to seek a solution for the situation. What support you and your co-teacher might need to engage and support all students. Ethical and legal concerns with sharing information with the class and other professionals. Support your findings with a minimum of two scholarly resources. Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

This is a Block I Field Experience. In this block, your field experience must be completed before or after school, or other designated times when students are not present. Spend at least 2.5 hours to complete the following field experience. Interview a certified special education teacher at the educational level (PK- 12) of your program, about the following: What are some similarities and differences among students with and without exceptionalities? What are some characteristics of various exceptionalities and the educational implications for students with exceptionalities? What is the effect an exceptionality can have on a student’s academic and social development, attitudes, interests, and values? How do you collaborate with general education teachers? In what ways do you address the unique learning needs of the individuals with exceptionalities in the classroom, including for those students with culturally and linguistically diverse backgrounds? How do you protect the privacy of students with exceptionalities? What are some dilemmas you have experienced with this? In 250-500 words, summarize and reflect upon your interview and on the professionalism and integrity of protecting student privacy. In addition, be sure to explain how you will use your findings in your future professional practice, citing two recommended strategies for differentiating instruction based on learning differences. Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.



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Review the Excel resources in the Week 5 Resources module and complete the simple Excel Tutorial prior to completing the assignment.  The Class Gradebook assignment must be completed using Microsoft Excel or equivalent spreadsheet software.  Save this ass



Review the Excel resources in the Week 5 Resources module and complete the simple Excel Tutorial prior to completing the assignment.  The Class Gradebook assignment must be completed using Microsoft Excel or equivalent spreadsheet software.  Save this ass



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3 class discussion questions, 150 words minimum each


1. How do resolve the sometimes difficult feelings associated with a discussion of our own work? Would seeing or hearing others come to the table with similar feelings or perspectives change the way we acknowledge opportunities for growth? What role do faculty play in creating a platform for discussion and collective growth?

    2. When you are writing, look carefully at the words you are using. Are your words precise? Are they clear? Avoid words that are unclear or vague. Using words  that are clear and precise allows your work to stay concise and readable. Readers do not want to be bogged down in long sentences with multi-syllabic words and an overabundance of adjectives. If one word will suffice, use only one word. Economy of language is valuable when writing long papers and dissertations. In that spirit, avoid “filler” words and redundancy.Start with these pieces of advice, and see if you notice a shift in your writing. After building those skills, then you can work on the more “flowery” aspects of writing: nifty phrases, imagery, etc.

     Here are some great links for academic writing help:  http://explorationsofstyle.com/

3.  How do the voice and tone of doctoral writing differ from the voice and tone of writing at other academic levels? Explain your view. What are some ways that voice and tone can enhance the scholarly image of your writing?

Reading material is attached. 



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Class profile | Education homework help


Work with a mentor teacher to create a class profile that includes all available assessment data on your students. Reiterate with the mentor teacher that all information obtained from your students must be anonymous. You must not report the actual names of students. If your mentor teacher is uncomfortable giving you this information, ask for his or her assistance creating a class profile of a typical group of students in the same grade level and content area as your practicum placement.

You can gather data from in-class assessments or standardized assessments. Be sure to include the following:

  • Student Name
  • Gender
  • Age
  • Reading Performance Level
  • Math Performance Level
  • English Language Learner
  • Socioeconomic Status
  • Ethnicity
  • IEP/504
  • Parent or Caregiver Involvement
  • Internet Accessibility
  • Other (if applicable)

You may not use the “Class Profile” document for your benchmark assignment, but you can use it to help you work with your mentor teacher to create your own class profile.

Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.

In 250-500 words, summarize the collaborative process with your mentor teacher and reflect upon the importance of gathering assessment data for your future professional practice. Be sure to explain why all student data is important in understanding and assessing student needs.

Submit your class profile and summary as one deliverable.



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